UWA SPOT/SET Project

365)          the teacher demonstrates the important features of the case history

A deep understanding requires interconnected knowledge. Building on the existing knowledge, cross-referencing, identifying relevance of knowledge and applying theoretical knowledge to practical situations are part of constructing interconnected knowledge.

·         Some key steps in effective demonstration are given in the Teaching techniques for adult learning (hydi Educational New Media Centre, 1996).

·         Curtis ,as cited in Clinical Teaching (Ladyshewsky, 1995),, says that "the [clinical] supervisor must help the student to differentiate between important and unimportant information” (p. 11) and suggests a strategy for doing it.

·         Westberg & Jason (1993), Collaborative clinical education (Chap. 10, pp. 165-182), give key reasons and guidelines for demonstrating clinical skills effectively, including a self-checklist for demonstrating new skills.

hydi Educational New Media Centre. (1996). Teaching Techniques for Adult Learning [World Wide Web]. Massey University. Retrieved 20 October, 2002, from the World Wide Web: http://education.massey.ac.nz/wellington_online/introcer/alpha/demomap.htm

Ladyshewsky, R. (1995). Clinical Teaching, HERDSA Gold Guide No.1. ACT: Higher Education and Research Development Society of Australasia.

Westberg, J., & Jason, H. (1993). Collaborative clinical education: The foundation of effective health care. New York: Springer.